Pre-service physics teachers’ perceptions of teaching high school physics through a Science, Technology, Society and Environment (STSE) lens: Implications for physics and educational studies

Abstract

Science, Technology, Society and Environment (STSE) education has received attention in educational research, policy, and science curricula development, yet less advancement has been made in moving theory into practice. There are many examples of STSE-based teaching in science at the elementary and secondary levels, which can be found in the literature (Alsop, Bencze, & Pedretti, 2005; Hodson, 1993, 2000; Pedretti & Hodson, 1995), yet little has focused specifically on the area of physics education. This research examines pre-service physics teachers’ views and perceptions, challenges and tensions which influence their adoption of the required STSE educational expectations found within secondary school physics curriculum of Ontario, Canada, in the context of a pre-service physics education course at the bachelor of education level. An interpretive case study design was employed for this research (Merriam, 1988; Novodvorsky, 2006). The pre-service physics teachers’ evolution of perceptions and attitudes show growth in the areas of curricula understanding and implementation issues, potential student concerns, and general fit of the subject within the context of a student’s learning journey. This study contributes to our understanding of the challenges faced when teaching physics through an STSE lens, provides implications for teacher education and physics education at the undergraduate level.